Camtree Digital Library

Camtree, the Cambridge Teacher Research Exchange, exists to promote, support and publish ‘close-to-practice’ research carried out by educators. The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.

Camtree is a centre based at Hughes Hall, a constituent college of the University of Cambridge. You can find out more about Camtree at https://www.camtree.org.

Recent Submissions

Metadata only
The Mini Mind Project 2023-2024
(University of Sunderland, 2024) Hidson, Elizabeth; Duffy, Kate; Holland, Kevin; Baumber, John
This poster was presented at UKRI PSF/PRI Event 'Sharing Learning and Success', 17 Jul 2024, University of Sunderland. Context: The Mini Mind Project, initiated in 2023-2024 and conducted at the University of Sunderland, aims to address the growing need for self-regulation strategies among children, particularly in the aftermath of the pandemic. Recognizing the importance of integrating cognitive, social, and emotional resources into education, the project leverages participatory action research (PAR) to empower teachers and engage school communities. Aims: The project sought to create a collaborative framework for teachers and schools to develop and implement the Mini Mind approach, which emphasizes positive psychology within the classroom. By involving multiple schools and teachers in PAR, the project aimed to enhance their research skills and facilitate impactful curriculum design that prioritises student well-being. Methods: The initiative involved training nine teachers from four schools, including a multi-academy trust, in the Mini Mind approach. Teachers received classroom resources, including sets of Mini Mind booklets, and engaged in a structured cycle of planning, action, observation, and reflection typical of action research methodologies. The project also encouraged communication and engagement through dissemination at conferences and publication opportunities. Findings: The implementation of the Mini Mind approach has resulted in notable improvements in students' self-awareness and communication. Children began using positive psychology language both in and outside classrooms, which has fostered better relationships. Participating teachers have exhibited a heightened awareness of research-related issues in curriculum planning and have started to adopt a research-oriented mindset. Implications: The findings illustrate that participatory action research is an effective method for engaging schools in addressing their self-identified needs while enhancing teachers' research capabilities. The project underscores the role of funding as a catalyst for enabling schools to derive solutions tailored to their contexts. Moreover, as teachers become more involved in research, they adopt an inquisitive perspective that can lead to further developments in educational methodologies.
Open Access
From Attitudes to Action: An Analysis of The Predictors of Positive Attitudes Towards Inclusive Education in Sixth-Form Teachers
(Camtree, 2025) Fantis, Angie
Context: Inclusive education benefits all learners and is recognised as a global priority. Teachers’ attitudes are consistently shown to be central to the success of inclusive practices, yet sixth-form settings remain under-researched compared to primary and secondary phases. This study addresses this gap by examining how personal, professional, and institutional factors predict sixth-form teachers’ attitudes towards inclusion. Aim: The specific aim was to identify which factors most strongly shape positive inclusive attitudes, providing insights that can inform practice and professional development. Method: A total of 106 teachers working in UK sixth-form colleges participated. They completed the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES), which measures cognitive, affective, and behavioural attitudes to inclusive education. Data were analysed using multiple regression to explore how personal (e.g. age, gender, lived experience), professional (e.g. training, role, experience), and institutional (perceived inclusiveness) variables predicted attitudes. Findings: All models were statistically significant, showing that the predictors explained a meaningful amount of variance in attitudes. The most robust predictors were perceived effectiveness of training (p < .01) and lived experience of additional learning needs (ALN) (p < .001). Gender showed a smaller partial effect, with female teachers reporting more positive attitudes on some subscales (p < .05). In contrast, age, teaching experience, job role, and perceived institutional inclusiveness were not significant predictors. Implications: Findings suggest that inclusive attitudes are shaped more by modifiable, experience-based factors than by fixed traits. This adds new evidence to an underexplored area of FE research and highlights the importance of strengthening staff training and valuing lived experience within institutions. In practice, this means FE and sixth-form colleges may be able to cultivate more inclusive teaching cultures by investing in more meaningful professional development and drawing on the perspectives of educators with lived experience.
Open Access
Fostering Engagement and Critical Thinking: An Action Research Study in a Middle School Social Science Classroom
(Camtree, 2025) Lu, Kun
Context: The study is positioned within the curriculum framework of Moonshot Academy in Beijing, China, renowned for its competency-based approach emphasizing critical thinking and engagement in social science education for eighth graders. The curriculum integrates China's National Standards and promotes instructional methods that foster dialogue, evaluation, and collaborative learning, primarily through project-based assessments. Aims: The primary objective of the action research was to enhance classroom engagement and critical thinking skills among eighth-grade students by utilizing the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA). The research sought to refine instructional methods and foster meaningful dialogue to improve students’ abilities to formulate and articulate argumentative claims. Methods: The study employed a progressive, iterative approach involving three rounds of intervention, each following a plan-act-observe-reflect cycle. The first round focused on integrating dialogic teaching strategies to enhance participation and critical analysis. Subsequent rounds incorporated structured roles and ground rules for discussions, alongside the T-SEDA coding framework to assess the quality of interactions and student outputs. Findings: Initial findings indicated increased classroom engagement, with a notable improvement among focus students, particularly in articulating thoughts and engaging with peers. Ground rules established in the second round fostered a more orderly environment and facilitated complex discussions. The final round revealed varied student responses regarding complex topics, highlighting the need for adequate scaffolding and time for reflection, ultimately leading to improved critical thinking outcomes in overall classroom performance. Implications: This study underscores the relevance of systematic educational dialogue in middle school settings, showcasing how structured dialogue and peer collaboration can enhance critical thinking and engagement among students. Other educators may glean insights into the necessity of establishing clear communication norms and the impact of adaptive pedagogical strategies that scaffold student interactions for deeper learning experiences. The findings also illustrate the importance of continuous reflection and adaptation in teaching practices to cater to diverse student needs
Metadata only
A case study of an after-school teacher-led small-group mathematics intervention program for students in a bilingual Vietnamese primary school.
(University of Sunderland, 2024) Yusupov, Islom
This case study evaluated the effectiveness of an after-school mathematics intervention program for students with mathematical learning difficulties (MLD) in a Vietnamese bilingual primary school, examining both academic performance and self-confidence outcomes over twelve weeks. Using a mixed-methods approach, the study collected data through classroom observations, semi-structured interviews with teachers and a school psychologist, and an analysis of standardized test scores. The intervention group consisted of seven primary-level mixed-ability learners. The findings demonstrated significant improvement in academic performance across all participants, with knowledge gains ranging from 25% to 50% over the twelve-week period. The teacher-directed methodology, while predominantly traditional, proved effective when combined with consistent error correction, mathematical dialogue, and regular parental communication. Notably, one student who switched to private tutoring showed the highest improvement (75%), suggesting the potential benefits of one-on-one instruction. The study's most interesting implication lies in its revelation that while teacher-directed methods can be effective for MLD students, there remains significant untapped potential in incorporating more interactive, student-centered approaches and manipulatives. This suggests that traditional intervention methods could be enhanced by integrating more dynamic teaching strategies, particularly given the timing of after-school sessions when students are typically fatigued.
Metadata only
What impact does the use of differentiation when teaching writing to KS1 Primary 3 EAL students effectively support and challenge students to create engaging lessons in a primary school in Hong Kong?
(University of Sunderland, 2022) Connelly, Siobhan Marie
This paper undertakes an investigative approach to evaluate the effectiveness of differentiation on KS1 English as an Additional Language (EAL) Primary 3 students during writing lessons. The researcher undertook a small-scale action research project using multi-data collection through observation, self-noticing and evaluated pre and post-test results to examine the impact of the intervention. The action research used the four-stage model of planning, acting, observing, and reflecting over three cycles which allowed for deeper research and intervention implementation. Findings suggest that implementation of scaffolding and group work allowed for progress in pre and post-test results, supporting the constructivist view that students build on previous knowledge and learn from more experienced others. As it was a small-scale research project, there are still knowledge gaps, and it would be recommended to have continuous research to gain optimal results.

Communities in Camtree Digital Library

Select a community to browse its collections.

Now showing 1 - 5 of 22

16-19 Community – Sixth Form College Association & Huish Centre
Supported by the Sixth Form Colleges Association and the Huish Centre for Practitioner Development, this is a space for research focusing on the unique 16-19 age range, conducted in sixth form colleges by sixth form staff.
Action Research and Lesson Study for ISEND
The nasen-University of Derby Action Research and Lesson Study for Inclusion and Special Educational Needs and Disabilities project, England, 2022-2025.
Cambridge University Press & Assessment
Cambridge University Press and Assessment's International Education group
Camden Learning
Camden Learning is a partnership between Camden Schools and Camden Council. It brings education practitioners together, to share expertise, drive improvement and achieve excellent practice.
Camtree Main Community
Camtree is the Cambridge Teacher Research Exchange. This community contains peer-reviewed reports of close-to-practice research submitted to Camtree by teacher-researchers who are not associated with another Camtree partner or domain.